The document summarizes an external review of Sublette County School District #1 conducted from October 12-15, 2014 by AdvancED. It found the district's teaching and learning, leadership capacity, and resource utilization to be above average. Two improvement priorities were identified: completing curriculum alignment and implementing consistent grading practices. Based on the results, the review team recommended the district earn accreditation from AdvancED for five years.
A whole of institution approach to improving student experience using usage d...Blackboard APAC
The University of Adelaide's Beacon of Enlightenment Strategic and Operational Plans outline a number of key targets for online learning. The 2013-14 Benchmarking eLearning Projects provided a baseline of the University's performance in regard to these online learning targets and a defined set of benchmarks. This presentation will provide a background to the Benchmarking eLearning Project, the data collected and how the data is leveraged in the faculty to improve the online learning experience of students. The newly established Guidelines for Minimum use of MyUni and a targeted approach to enhancing online course design in line with the targets will be discussed. Future plans to automate reporting using an expanded source of data to inform support activities and ensure the university is improving over time will be outlined.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Factors impacting the success in increasing adoption - Bill Ashraf, Strategic...Blackboard APAC
This document outlines six key characteristics for increasing technology adoption in higher education institutions: leadership from top administrators, institutional commitment through investment, robust and reliable infrastructure, effective support for academic staff, demonstrating benefits to students and staff, and using evidence-based decision making. It provides recommendations in each area and case studies of institutions that have successfully adopted technology. The overall document serves to guide institutions on best practices for improving technology adoption across their programs and curriculum.
Implementing learning outcome and assessment in Blackboard Learn - Wade Weich...Blackboard APAC
This session will focus primarily on the Learning Outcomes framework and how this framework will map through to provide students & educators with a clear understanding of their progression to and attainment of the subject, course and graduate outcomes. Audience for this session is primarily learning technologists and educational administrators.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Cognitive, personality and behavioural predictors of academic success in a la...Blackboard APAC
In recent years there has been growing interest in the use of e-learning tools that are able to adapt to suit the ability levels, needs, or preferences of individual learners. In this project we aim to test the utility of an adaptive e-learning study tool within the context of a large undergraduate Psychology course (approximately 700 students). The study tool and a number of associated summative tests are hosted on the course’s Blackboard Learning Management System. Pilot data indicates that students that use the tool perform significantly better on the summative tests compared to non-users (t[683] = 4.35, p <0.001). We examine the relationship in the context of 1) learning analytics data that can be obtained via Blackboard, and 2) a number of known psychological predictors of academic success.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The Quality Assurance Review Team conducted an external review of the Lee County School District and recommends awarding it district accreditation. The team found strengths in the district's aligned plans and programs supporting its vision. It also commended the district's meaningful vision statement and stakeholder communication. However, challenges include a lack of funding, rural geography, and rising achievement standards. The team requires the district designate time for improvement planning and review its curriculum regularly.
Accreditation AdvancED is the world's largest education community, representing 23,000 schools in 30 states and 65 countries serving 15 million students. Accreditation is a process of quality assurance that evaluates, verifies, and improves an institution's quality that has been used by American universities and high schools for over 100 years. Schools must meet AdvancED standards, engage in continuous improvement, and demonstrate quality assurance through internal and external reviews to become accredited.
This quality assurance plan is for Taqa School in Salalah, Oman, which educates students from grades 5 to 12. The plan aims to continuously improve instructional quality to meet school goals and satisfy teachers and students. It will promote teacher professional development, track student performance, and satisfy stakeholders through reports. The quality assurance process will assess teachers based on Cambridge teacher standards, students on Cambridge student standards, and administrators on American Association of School Personnel Administrator standards. It will also evaluate the curriculum, physical and cultural environment, and standards compliance. The plan identifies strengths in cultural environment and teacher backgrounds, but weaknesses in teaching methods, IT and science labs, and technical staff knowledge. It recommends ongoing self-reflection, improving math
A whole of institution approach to improving student experience using usage d...Blackboard APAC
The University of Adelaide's Beacon of Enlightenment Strategic and Operational Plans outline a number of key targets for online learning. The 2013-14 Benchmarking eLearning Projects provided a baseline of the University's performance in regard to these online learning targets and a defined set of benchmarks. This presentation will provide a background to the Benchmarking eLearning Project, the data collected and how the data is leveraged in the faculty to improve the online learning experience of students. The newly established Guidelines for Minimum use of MyUni and a targeted approach to enhancing online course design in line with the targets will be discussed. Future plans to automate reporting using an expanded source of data to inform support activities and ensure the university is improving over time will be outlined.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Factors impacting the success in increasing adoption - Bill Ashraf, Strategic...Blackboard APAC
This document outlines six key characteristics for increasing technology adoption in higher education institutions: leadership from top administrators, institutional commitment through investment, robust and reliable infrastructure, effective support for academic staff, demonstrating benefits to students and staff, and using evidence-based decision making. It provides recommendations in each area and case studies of institutions that have successfully adopted technology. The overall document serves to guide institutions on best practices for improving technology adoption across their programs and curriculum.
Implementing learning outcome and assessment in Blackboard Learn - Wade Weich...Blackboard APAC
This session will focus primarily on the Learning Outcomes framework and how this framework will map through to provide students & educators with a clear understanding of their progression to and attainment of the subject, course and graduate outcomes. Audience for this session is primarily learning technologists and educational administrators.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Cognitive, personality and behavioural predictors of academic success in a la...Blackboard APAC
In recent years there has been growing interest in the use of e-learning tools that are able to adapt to suit the ability levels, needs, or preferences of individual learners. In this project we aim to test the utility of an adaptive e-learning study tool within the context of a large undergraduate Psychology course (approximately 700 students). The study tool and a number of associated summative tests are hosted on the course’s Blackboard Learning Management System. Pilot data indicates that students that use the tool perform significantly better on the summative tests compared to non-users (t[683] = 4.35, p <0.001). We examine the relationship in the context of 1) learning analytics data that can be obtained via Blackboard, and 2) a number of known psychological predictors of academic success.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The Quality Assurance Review Team conducted an external review of the Lee County School District and recommends awarding it district accreditation. The team found strengths in the district's aligned plans and programs supporting its vision. It also commended the district's meaningful vision statement and stakeholder communication. However, challenges include a lack of funding, rural geography, and rising achievement standards. The team requires the district designate time for improvement planning and review its curriculum regularly.
Accreditation AdvancED is the world's largest education community, representing 23,000 schools in 30 states and 65 countries serving 15 million students. Accreditation is a process of quality assurance that evaluates, verifies, and improves an institution's quality that has been used by American universities and high schools for over 100 years. Schools must meet AdvancED standards, engage in continuous improvement, and demonstrate quality assurance through internal and external reviews to become accredited.
This quality assurance plan is for Taqa School in Salalah, Oman, which educates students from grades 5 to 12. The plan aims to continuously improve instructional quality to meet school goals and satisfy teachers and students. It will promote teacher professional development, track student performance, and satisfy stakeholders through reports. The quality assurance process will assess teachers based on Cambridge teacher standards, students on Cambridge student standards, and administrators on American Association of School Personnel Administrator standards. It will also evaluate the curriculum, physical and cultural environment, and standards compliance. The plan identifies strengths in cultural environment and teacher backgrounds, but weaknesses in teaching methods, IT and science labs, and technical staff knowledge. It recommends ongoing self-reflection, improving math
This document outlines a quality assurance plan for Taqa School in Salalah, Oman. The plan aims to continuously improve instructional quality to meet school goals and satisfy teachers and students. It will promote teacher professional development, track student performance, and satisfy stakeholders through reports. The quality assurance process will assess teachers based on Cambridge teacher attributes, students on Cambridge student attributes, and administrators on American Association of School Personnel Administrators standards. It will also evaluate the curriculum, physical and cultural environment, and identify strengths, weaknesses, and recommendations for improvement.
The document outlines Grantham College's journey in developing staff skills and confidence in using information learning technologies (ILT) between 2006-2012. It discusses the implementation of a virtual learning environment (VLE) strategy including mandatory course content guidelines, a VLE awards scheme, and an ILT mentoring scheme. An evaluation found the mentoring scheme improved participants' confidence in using ILT on average from 2.4 to 4.3 on a 5-point scale.
This document discusses the University of the Highlands and Islands' efforts to create a single operating framework for its diverse higher education programs, including those involving the Scottish Qualifications Authority (SQA). It notes that UHI holds maximum devolvable powers from SQA for key quality assurance functions. The challenges of coordinating SQA programs across 13 academic partners are discussed. Changes made to streamline SQA quality assurance processes and oversight are outlined, such as combining roles, establishing committees, verifying systems, and revising procedures. Improvements to mitigating circumstances policies, core reporting, and network progression boards are also summarized.
The document summarizes Wisconsin's Educator Effectiveness system which was designed to evaluate teachers and principals using multiple measures of educator practice and student outcomes. It describes the purpose of developing the system to identify and support educator effectiveness. It outlines the key parts of the system including the standards and rubrics used, how student and educator outcomes are measured, how the evaluation process is managed through technology, and the timeline for implementing the system statewide.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.
intelligent school, education process managementHarry C
CEON Solutions Ltd. provides an online school education resource planning (ERP) system called i-School that integrates various school management functions on a single platform. It aims to reach 10,000+ schools globally within 4-5 years. i-School offers 50 researched software modules covering academic, administrative, communication, and educational intelligence functions. It helps reduce paperwork by 50% and saves 30-40% of staff time and costs.
Presentation given by Dr Anjalee Prakash, CEO, Learning Links Foundation on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS
The document outlines the goals and objectives of a statewide system of support for schools and districts. It discusses increasing the percentage of targets met on assessments, student proficiency, and graduation rates. It also aims to assist schools with data-driven decision making, increasing capacity for student growth, and enhancing teacher knowledge. Support is customized at three levels - intensive, moderate, and independent - focusing on areas like instruction, leadership coaching, and consultative support. Teams will problem solve using new zones and coordinators, continue cross-division coordination, and provide professional development through core school improvement staff. The service support team functions include serving zones, regular regional meetings, teleconferencing, analyzing data, and promoting customized professional development and support.
This document discusses course evaluation at a university with over 24,000 students across 19 schools and 9 research institutes. It summarizes the current state of course evaluation, including piloting a new online system, and establishes a working group to review course evaluation practices. The working group identified multiple purposes of course evaluation, from summative reporting to facilitating continuous improvement. They reviewed hundreds of existing evaluation questions and developed a standardized set of 5 core questions, with optional supplementary question sets. The working group aims to provide clearer guidance on the purpose and use of course evaluation to improve both teaching and course design across the university.
The STaR Plan is Texas' long range technology plan focused on transforming learning and teaching, assessments, educator preparation and development, leadership and infrastructure. It recommends that teachers incorporate technology into the curriculum, receive 40 hours of annual technology training, and evolve into facilitators for 21st century students. All classrooms should be connected to local and wide area networks for online resources like streaming, videoconferencing and assessment. The plan is meant to be continually revised to encourage continuous innovation with technology leading to increased student achievement.
This document discusses the role of professional behaviors and leadership at the Royal Veterinary College (RVC). It provides background on the historical origins of the RVC and describes its current facilities and student/staff composition. The document advocates for using a Professional Behaviors Framework to promote reflection, resilience, and flexible thinking among teams in order to help the RVC adapt to a changing environment. It also discusses the importance of leadership and motivation among RVC staff and students.
Networked Learning Communities: School Improvement for Educational LeadersEduEval Consultancy
Networks and professional learning communities of teachers, principals, schools, and even districts have become a common method in education for trying to sustain change in practice. Although there are many positive characteristics that are attributed to networks, there is limited direct investigation of how networks operate and how they can be purposefully and strategically constructed for school improvement and effectiveness.
This document summarizes the priorities and challenges for institutional change in a student retention and success program at the University of Salford (UoS) in the UK. It outlines key student demographics and performance indicators showing above-average non-continuation rates. It then discusses the case for change including findings from the "What Works?" program that identified priorities like belonging, engagement, and relationships. Challenges in implementing institutional change are described along with the response and impact seen, such as disciplinary effects across UoS and cultural changes in student experience. Evaluation methods and learning points are also briefly touched on.
The document summarizes the academic audit process used by the Tennessee Board of Regents to promote continuous quality improvement at institutions. The process involves a self-study where institutions evaluate their performance across focal areas like learning objectives and teaching. Auditors then visit to provide feedback and recommendations. Institutions then implement initiatives to address areas for growth. The goal is to use the recurrent audit process to demonstrate effectiveness and improve teaching and learning over time.
The STaR Plan is Texas' long range technology plan focused on transforming learning, assessments, educator preparation, leadership, infrastructure, and recommendations. It aims to have students use technology to propose and implement solutions to real-world problems while collaborating with experts. Teachers will participate in developing new learning environments and strategies through mentoring and staff development. Campus leadership will promote innovation with technology to increase student achievement. All classrooms will have access to district-wide resources through the network. Teachers must incorporate technology into the curriculum, and receive 40 hours of annual training, while modifying curriculum constantly.
The STaR Plan is Texas' long range technology plan focused on transforming learning, assessments, educator preparation, leadership, infrastructure, and recommendations. It aims to have students use technology to propose and implement solutions to real-world problems while collaborating with experts. Teachers will participate in developing new learning strategies and campuses will promote innovation. All classrooms will have access to district-wide resources through the network. The plan recommends teachers incorporate technology into the curriculum, receive ongoing training, and adapt curriculum delivery constantly with documented technology progression.
The external review exit report summarizes the findings of an accreditation review of Gospel Light Baptist Academy conducted from November 18-19, 2015. The review examined the school's teaching and learning, leadership, and resource utilization. It identified strengths like the school's fine arts program and respect shown to staff. Opportunities for improvement included recognizing needs for instructional technology and improving communication with stakeholders. The report recommends the school earn accreditation and notes indexes measuring school quality were within acceptable ranges.
The external review exit report summarizes the findings of an accreditation review of Gospel Light Baptist Academy conducted from November 18-19, 2015. The review examined the school's teaching and learning, leadership, and resource utilization. It identified strengths like the school's fine arts program and respect shown to staff. Opportunities for improvement included recognizing needs for instructional technology and improving communication with stakeholders. The report recommends the school earn accreditation and notes indexes measuring school quality were within acceptable ranges.
The document summarizes the findings of a quality assurance review team that evaluated a school for accreditation. The team conducted interviews, examined artifacts, observed practices, and analyzed data. They provided commendations for areas the school excelled in, such as leadership and curriculum. They also issued a required action around technology integration. Overall ratings for the school's standards ranged from highly functional to operational. The team's role was to determine if the school meets accreditation standards and provide feedback to support continued improvement.
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...Alaa Sadik
The document summarizes a study that developed and evaluated a standards-based grading tool called RealGrade for faculty at Sultan Qaboos University in Oman. The tool aimed to streamline grading practices and facilitate standards-based assessment. Researchers conducted interviews and focus groups to determine faculty needs, then developed RealGrade to automate grading, enable qualitative assessment, and generate reports. 116 faculty tested the tool and completed a questionnaire finding RealGrade effective, efficient, and satisfactory overall, with more computer-experienced and less experienced instructors viewing it most positively. Interviews provided additional insights. Researchers concluded RealGrade supports standards-based assessment but report cards need improvement and more research is needed to address instructor differences.
This document outlines a quality assurance plan for Taqa School in Salalah, Oman. The plan aims to continuously improve instructional quality to meet school goals and satisfy teachers and students. It will promote teacher professional development, track student performance, and satisfy stakeholders through reports. The quality assurance process will assess teachers based on Cambridge teacher attributes, students on Cambridge student attributes, and administrators on American Association of School Personnel Administrators standards. It will also evaluate the curriculum, physical and cultural environment, and identify strengths, weaknesses, and recommendations for improvement.
The document outlines Grantham College's journey in developing staff skills and confidence in using information learning technologies (ILT) between 2006-2012. It discusses the implementation of a virtual learning environment (VLE) strategy including mandatory course content guidelines, a VLE awards scheme, and an ILT mentoring scheme. An evaluation found the mentoring scheme improved participants' confidence in using ILT on average from 2.4 to 4.3 on a 5-point scale.
This document discusses the University of the Highlands and Islands' efforts to create a single operating framework for its diverse higher education programs, including those involving the Scottish Qualifications Authority (SQA). It notes that UHI holds maximum devolvable powers from SQA for key quality assurance functions. The challenges of coordinating SQA programs across 13 academic partners are discussed. Changes made to streamline SQA quality assurance processes and oversight are outlined, such as combining roles, establishing committees, verifying systems, and revising procedures. Improvements to mitigating circumstances policies, core reporting, and network progression boards are also summarized.
The document summarizes Wisconsin's Educator Effectiveness system which was designed to evaluate teachers and principals using multiple measures of educator practice and student outcomes. It describes the purpose of developing the system to identify and support educator effectiveness. It outlines the key parts of the system including the standards and rubrics used, how student and educator outcomes are measured, how the evaluation process is managed through technology, and the timeline for implementing the system statewide.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.
intelligent school, education process managementHarry C
CEON Solutions Ltd. provides an online school education resource planning (ERP) system called i-School that integrates various school management functions on a single platform. It aims to reach 10,000+ schools globally within 4-5 years. i-School offers 50 researched software modules covering academic, administrative, communication, and educational intelligence functions. It helps reduce paperwork by 50% and saves 30-40% of staff time and costs.
Presentation given by Dr Anjalee Prakash, CEO, Learning Links Foundation on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS
The document outlines the goals and objectives of a statewide system of support for schools and districts. It discusses increasing the percentage of targets met on assessments, student proficiency, and graduation rates. It also aims to assist schools with data-driven decision making, increasing capacity for student growth, and enhancing teacher knowledge. Support is customized at three levels - intensive, moderate, and independent - focusing on areas like instruction, leadership coaching, and consultative support. Teams will problem solve using new zones and coordinators, continue cross-division coordination, and provide professional development through core school improvement staff. The service support team functions include serving zones, regular regional meetings, teleconferencing, analyzing data, and promoting customized professional development and support.
This document discusses course evaluation at a university with over 24,000 students across 19 schools and 9 research institutes. It summarizes the current state of course evaluation, including piloting a new online system, and establishes a working group to review course evaluation practices. The working group identified multiple purposes of course evaluation, from summative reporting to facilitating continuous improvement. They reviewed hundreds of existing evaluation questions and developed a standardized set of 5 core questions, with optional supplementary question sets. The working group aims to provide clearer guidance on the purpose and use of course evaluation to improve both teaching and course design across the university.
The STaR Plan is Texas' long range technology plan focused on transforming learning and teaching, assessments, educator preparation and development, leadership and infrastructure. It recommends that teachers incorporate technology into the curriculum, receive 40 hours of annual technology training, and evolve into facilitators for 21st century students. All classrooms should be connected to local and wide area networks for online resources like streaming, videoconferencing and assessment. The plan is meant to be continually revised to encourage continuous innovation with technology leading to increased student achievement.
This document discusses the role of professional behaviors and leadership at the Royal Veterinary College (RVC). It provides background on the historical origins of the RVC and describes its current facilities and student/staff composition. The document advocates for using a Professional Behaviors Framework to promote reflection, resilience, and flexible thinking among teams in order to help the RVC adapt to a changing environment. It also discusses the importance of leadership and motivation among RVC staff and students.
Networked Learning Communities: School Improvement for Educational LeadersEduEval Consultancy
Networks and professional learning communities of teachers, principals, schools, and even districts have become a common method in education for trying to sustain change in practice. Although there are many positive characteristics that are attributed to networks, there is limited direct investigation of how networks operate and how they can be purposefully and strategically constructed for school improvement and effectiveness.
This document summarizes the priorities and challenges for institutional change in a student retention and success program at the University of Salford (UoS) in the UK. It outlines key student demographics and performance indicators showing above-average non-continuation rates. It then discusses the case for change including findings from the "What Works?" program that identified priorities like belonging, engagement, and relationships. Challenges in implementing institutional change are described along with the response and impact seen, such as disciplinary effects across UoS and cultural changes in student experience. Evaluation methods and learning points are also briefly touched on.
The document summarizes the academic audit process used by the Tennessee Board of Regents to promote continuous quality improvement at institutions. The process involves a self-study where institutions evaluate their performance across focal areas like learning objectives and teaching. Auditors then visit to provide feedback and recommendations. Institutions then implement initiatives to address areas for growth. The goal is to use the recurrent audit process to demonstrate effectiveness and improve teaching and learning over time.
The STaR Plan is Texas' long range technology plan focused on transforming learning, assessments, educator preparation, leadership, infrastructure, and recommendations. It aims to have students use technology to propose and implement solutions to real-world problems while collaborating with experts. Teachers will participate in developing new learning environments and strategies through mentoring and staff development. Campus leadership will promote innovation with technology to increase student achievement. All classrooms will have access to district-wide resources through the network. Teachers must incorporate technology into the curriculum, and receive 40 hours of annual training, while modifying curriculum constantly.
The STaR Plan is Texas' long range technology plan focused on transforming learning, assessments, educator preparation, leadership, infrastructure, and recommendations. It aims to have students use technology to propose and implement solutions to real-world problems while collaborating with experts. Teachers will participate in developing new learning strategies and campuses will promote innovation. All classrooms will have access to district-wide resources through the network. The plan recommends teachers incorporate technology into the curriculum, receive ongoing training, and adapt curriculum delivery constantly with documented technology progression.
The external review exit report summarizes the findings of an accreditation review of Gospel Light Baptist Academy conducted from November 18-19, 2015. The review examined the school's teaching and learning, leadership, and resource utilization. It identified strengths like the school's fine arts program and respect shown to staff. Opportunities for improvement included recognizing needs for instructional technology and improving communication with stakeholders. The report recommends the school earn accreditation and notes indexes measuring school quality were within acceptable ranges.
The external review exit report summarizes the findings of an accreditation review of Gospel Light Baptist Academy conducted from November 18-19, 2015. The review examined the school's teaching and learning, leadership, and resource utilization. It identified strengths like the school's fine arts program and respect shown to staff. Opportunities for improvement included recognizing needs for instructional technology and improving communication with stakeholders. The report recommends the school earn accreditation and notes indexes measuring school quality were within acceptable ranges.
The document summarizes the findings of a quality assurance review team that evaluated a school for accreditation. The team conducted interviews, examined artifacts, observed practices, and analyzed data. They provided commendations for areas the school excelled in, such as leadership and curriculum. They also issued a required action around technology integration. Overall ratings for the school's standards ranged from highly functional to operational. The team's role was to determine if the school meets accreditation standards and provide feedback to support continued improvement.
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...Alaa Sadik
The document summarizes a study that developed and evaluated a standards-based grading tool called RealGrade for faculty at Sultan Qaboos University in Oman. The tool aimed to streamline grading practices and facilitate standards-based assessment. Researchers conducted interviews and focus groups to determine faculty needs, then developed RealGrade to automate grading, enable qualitative assessment, and generate reports. 116 faculty tested the tool and completed a questionnaire finding RealGrade effective, efficient, and satisfactory overall, with more computer-experienced and less experienced instructors viewing it most positively. Interviews provided additional insights. Researchers concluded RealGrade supports standards-based assessment but report cards need improvement and more research is needed to address instructor differences.
The Quality Assurance Review Team conducted an external review of the Lee County School District and recommends awarding it district accreditation. The team found strengths in the district's aligned plans and programs supporting its vision. It also commended the district's meaningful vision statement and stakeholder communication. However, challenges include a lack of funding, rural geography, and rising academic standards. The team requires the district designate time for improvement planning and review its curriculum regularly.
- The Broward County School District is undergoing its annual accreditation process, which involves self-reflection, surveys, and site visits to ensure quality education. As site visits are scheduled in late October, all faculty and staff must understand what accreditation is and the standards that will be assessed.
- Accreditation is a quality control process conducted by the Southern Association of Colleges and Schools using the AdvanceED tools. It benefits students, parents, and the community by focusing on student achievement, safety, efficiency, and ensuring credits can transfer.
- The 5 accreditation standards address the school's purpose and direction, governance and leadership, teaching and assessment, resources and support systems, and use of results for
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Sublette County School District #1 - State of the District Report given by Superintendent Jay Harnack to the public and the Sublette Chamber of Commerce, September 2015.
Quality Assurance and institutional accreditation performance indicators and ...Ganesh Shukla
This document discusses quality assurance and institutional accreditation in India, focusing on the National Institutional Ranking Framework (NIRF), the National Assessment and Accreditation Council (NAAC), and Internal Quality Assurance Cells (IQACs). It outlines the aims, functions, criteria and benefits of quality assurance processes and accrediting bodies in India. Key points include that NAAC accredits higher education institutions based on several criteria and parameters, NIRF provides annual rankings of Indian universities based on teaching, research, graduation outcomes and other metrics, and IQACs were established to promote continuous quality improvement within institutions.
This document discusses assessment and evaluation in education. It defines assessment as using student data to improve learning and programs, involving planning learning goals, teaching effectively, checking outcomes, and acting on lessons learned. Evaluation judges a program's effectiveness and examines its operation, outcomes, and longer-term impacts. The key difference is that assessment focuses on instruction and student learning while evaluation examines the program as a whole.
UIACS provides academic and consultancy services to schools to improve student outcomes. This includes curriculum design, instruction support, accreditation services, and school improvement planning. UIACS consists of several specialized divisions that help schools with these areas. Some of the key services mentioned include curriculum development, online student assessments, facilitating the accreditation process, and providing guidance on school improvement initiatives.
Facuity Initiatve for Enhancement and Assurancemanjula191772
SLIIT has implemented several quality initiatives to enhance teaching and learning and assure quality. Quality enhancement focuses on continuous improvement and includes policies, module and program reviews informed by stakeholder feedback, staff development programs, and industry orientation. Quality assurance ensures standards are met and includes external accreditation and reviews, external examination and moderation, and satisfaction surveys. These initiatives have led to increased accreditations, strong student outcomes including awards and entrepreneurship, and increased public trust evidenced by growing enrollment applications.
The document discusses quality assessment in higher education programs. It defines key terms like quality assurance, self-assessment, and self-evaluation. It also outlines the purposes and processes of conducting self-assessments of academic programs using frameworks like the Baldrige Criteria. The goals of self-assessment are to evaluate whether programs meet their objectives and identify areas for improvement to enhance student learning. Conducting self-assessments in a systematic, ongoing manner can benefit organizations by focusing them on goals and assessing performance.
The document discusses quality assessment in higher education programs. It defines key terms like quality assurance, self-assessment, and self-evaluation. It also outlines the purposes and processes of conducting self-assessments of academic programs using frameworks like the Baldrige Criteria. The goals of self-assessment are to evaluate whether programs meet their objectives and identify areas for improvement to enhance student learning outcomes. Conducting self-assessments in a systematic, ongoing manner can benefit organizations by focusing them on goals and assessing performance relative to competitors.
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...Charles Darwin University
Over the last few years the Australasian Council of Online, Distance and eLearning (ACODE) have facilitated two major Benchmarking Summits in Sydney and Canberra, using the ACODE Benchmarks for TEL. These have been unprecedented events within the Australasian higher education, with 35 higher education institutions from five countries involved. To participate each institution first had to undertake a self-assessment of their capacity in TEL against the Performance Indicators in the tool, and then be willing to share this with the other institutions involved. Each institution assessed, at a minimum, two of the benchmarks, with many institutions doing far more. However, for an institution to maximize its experience with this activity they need to be starting their engagement well prior to the formal benchmarking activity. This workshop will help those new to the ACODE benchmarks understand what is required when using this tool. It will provide the wherewithal to ensure your participation is undertaken in a rigorous way. More importantly, it will provide a practical way to facilitate an internal activity, potentially with a view to then be involved in an inter-institutional activity. We will work through a number of different scenarios to help you understand the many facets needing to be considered in undertaking such an activity, and you leave with a strong plan of action for your institution to enhance its capacity in TEL.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It also provides resources and support for schools from the Professional Development Service for Teachers.
Testa@Greeniwch - institutional approach to improving feedback and assessment...monikap85
The document summarizes the institutional approach taken by the University of Greenwich to improve feedback and assessment practices using the TESTA framework. It describes conducting a pilot of TESTA with 8 programs from March to July 2014. Evaluation of the pilot found low student and staff engagement, and difficulties accessing participants. However, it also triggered discussions around assessment design and provided evidence to implement changes. The document concludes with discussing sustaining TESTA by having it centrally managed or supported going forward.
Leadership in eLearning: Developing the Next Generation of LeadersMark Brown
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
SCSD 1 Facilities Master Plan. The purpose of a master plan is to provide a road map for its users, identifying
strategies and plans for meeting future needs. This Master Plan will provide guidance for Sublette County School District #1 for the immediate, ten year and twenty year outlooks.
External Review Preparation Simplified: How Internal Reviews Can Drive Contin...Jay Harnack
This document discusses how schools can use technology like Google Sites to organize documents, simplify the process of preparing for external reviews, and drive continuous improvement. It recommends creating a website organized by accreditation standards to archive artifacts, conduct an internal review, and ease the workload of future external reviews. By collaboratively building the site and assigning roles, schools can effectively organize information, share preparation tasks, and replace the external review process with ongoing internal reviews.
Sublette County School District 1 Board Governance Policy ManualJay Harnack
The document provides the mission statement and table of contents for the Sublette County School District #1 Leadership and Governance Policies manual. It includes sections on the board of trustees, governance policies, and the district strategic plan. The governance policies section outlines the board's commitments, codes of conduct, conflict of interest policies, and processes for developing and adopting new policies. It also defines the roles and responsibilities of the board and superintendent.
Wyoming School Finance and the External Cost AdjustmentJay Harnack
Information presented to the Joint Education Committee on October 23, 2014 and the Joint Appropriations Committee on October 30, 2014 of the Wyoming Legislature.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Notes
Combining the knowledge and expertise of a research institute, the skills of a management consulting firm and the passion of a grassroots movement for educational change, we serve as a trusted partner to 32,000 schools and school systems—employing more than four million educators and enrolling more than 20 million students—across the United States and 70 other nations. AdvancED was created through a 2006 merger of the PreK-12 divisions of the North Central Association (NCA) and the Southern Association of Colleges and Schools (SACS)—and expanded through the 2011 acquisition of the Northwest Accreditation Commission (NWAC).
Notes
AdvancED is the largest community of education professionals in the world. We are a non-profit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems to ensure that all learners realize their full potential. While our expertise is grounded in more than a hundred years of work in school accreditation, AdvancED is far from a typical accrediting agency. Our goal isn’t to certify that schools are good enough. Rather, our commitment is to help schools improve.
Notes
The External Review process stimulates and guides continuous improvement through the focus on:
Teaching and Learning Impact
Leadership Capacity
Resource Utilization
Notes
Insert the categories and numbers of stakeholder groups interviewed.
Notes
The Teaching and Learning Domain is comprised of all of the Indicators for Standard 3 – Teaching and Assessing for Learning, Standard 5 – Continuous Improvement, and four Evaluative Criteria for the Student Performance Diagnostic.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes:
Effective Learning Environments Observation Tool ™ (eleot™)
The purpose of eleot is to identify observable evidence of classroom environments that are conducive to learning. The focus of the tool is to ensure that learners are engaging, acting, reacting and benefiting from various contexts or environments that should be evident in all effective learning settings.
eleot™ focuses on student engagement not on what the teacher is doing.
Focuses on observed student engagement in their learning environment
Looks at patterns and trends, not individual classrooms
Used as one piece of evidence (to corroborate other evidence regarding learning)
Summary results are reported in Exit Report and External Review Report
The eleot averages by the External Review Team are listed next to the AdvancED Network (AEN) score. The AEN score is the averages of eleot scores (classroom observations) from all of the schools across the AdvancED network across the country.
Notes
This domain includes all of the Indicators from Standard 2 – Governance and Leadership, Standard 1 – Purpose and Direction and the Evaluative Criteria from Stakeholder Feedback Diagnostic.
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Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
This domain contains all of the Indicators for Standard 4 – Resources and Support Systems.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
Notes
The Balanced Accreditation process is reported as an Index of Education Quality. This slide illustrates the institution’s progress in each of the three categories and as an overall Index of Education Quality.
The Evaluative Criteria are divided into three categories, Teaching and Learning Impact, Leadership Capacity, and Resource Utilization.
The Index of Education Quality and it’s three categories provide the institution with a clear picture of their current reality and a roadmap toward excellence. There are 39 total criteria included in the IEQ, 21 of which are related to Teaching and Learning Impact, 11 related to Leadership Capacity, and 7 related to Resource Utilization. Our hope is that you will “drill down” into the individual indicators behind each of these scores to help you identify strengths you want to maintain, and to help you identify areas of improvement.
Notes
Enter the IEQ scores for the institution generated by the Master Spreadsheet.
Where do you compare? Using your IEQ score, we can calculate where you institution falls on the curve as compared to all systems in the AdvancED network. You need to understand the purpose is NOT to rank your institution, but rather to show where you are when we consider over 32,000 institutions in the AdvancED network.
Notes
For too many years, institutions have been judged based upon disparate and unrelated summative data points that fail to paint an accurate, holistic review of the quality of an institution. The scores have been used to target schools for punitive interventions as opposed to providing a formative assessment that guides sustainable progress and improvement. In 2013, AdvancED introduced an innovative and state-of-the-art framework to measure institutional performance that offers a deeper understanding of organizational effectiveness. The Index of Education Quality™ (IEQ™) provides a holistic measure of an institution’s overall performance based on a comprehensive set of indicators and evaluative criteria. As a formative tool for improvement, it pinpoints areas of strength as well as those in need of support or focus.
Notes
Reminder: All institutions that fall under the category of “continuing” accreditation will receive this recommendation. Only institutions new to AdvancED, and undergoing their initial External Review could receive a statement not recommending accreditation.
The External Review Team can only report their findings and forward the recommendation to the Managing Office. The AdvancED Commission grants the actual accreditation.
Notes
This slide details what the next steps for the institution will be. You might want to remind them that the steps the institution will take during the next two years will be detailed through a written plan developed in the ASSIST Goal Builder for their APR (Accreditation Progress Report).
Notes
Express your thanks and appreciation to the institution for their hospitality and their efforts toward continuous improvement.